ERIC Number: ED049030
Record Type: RIE
Publication Date: 1969
Reference Count: N/A
Questioning and Curiosity in the Elementary School Classroom.
Susskind, Edwin Carl
A model of inquiry predicted that students would ask more questions and make more declarative statements when the teacher asked questions at a relatively low rate and used questions encouraging students to draw on their own experiences and contribute to a class discussion. The model was tested by observing each of 32 elementary teachers in three social studies lessons, and by observing six of these teachers for four lessons after they had participated in a seminar designed to change their questioning pattern to facilitate students initiation of discussion. The descriptive data replicate earlier studies: the teachers asked questions rapidly, and most of them were memory questions. Students rarely asked questions. Patterns of student responses in the classes of seminar participants tended to correlate as predicted with changes in the teachers' questioning techniques. The seminar produced small, but significant, changes. (Author/AL)
Descriptors: Discussion (Teaching Technique), Doctoral Dissertations, Elementary School Teachers, Inservice Teacher Education, Questioning Techniques, Social Studies, Teaching Methods
University Microfilms, 300 North Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 70-2814, Microfilm $3.00, Xerography $5.80)
Publication Type: N/A
Education Level: N/A
Authoring Institution: Yale Univ., New Haven, CT.